This paper describes the rationale, implementation issues, and our learning experiences in designing and teaching a senior accounting capstone course. A capstone course is usually a culminating academic experience that ties together all previous courses in an academic discipline and facilitates transition to a chosen career (Henscheid 2000). The rationale for our accounting capstone course is based on institutional and departmental objectives, as well as accounting education change initiatives. We review characteristics of capstone courses in undergraduate education, and discuss similarities to our course. We also address implementation issues with respect to course content, instructional methods, assignment of faculty, class size, and assessment. Finally, we describe course requirements and specific assignments from our accounting capstone course. Appendices include our course syllabus, and a comprehensive list of topics and readings.
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1 November 2005
Research Article|
November 01 2005
Learning to Design and Teach an Accounting Capstone
Kathryn J. Jervis, Assistant Professor;
Kathryn J. Jervis, Assistant Professor
Washington & Lee University.
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Carol A. Hartley, Assistant Professor
Carol A. Hartley, Assistant Professor
Providence College.
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Online ISSN: 1558-7983
Print ISSN: 0739-3172
American Accounting Association
2005
Issues in Accounting Education (2005) 20 (4): 311–339.
Citation
Kathryn J. Jervis, Carol A. Hartley; Learning to Design and Teach an Accounting Capstone. Issues in Accounting Education 1 November 2005; 20 (4): 311–339. https://doi.org/10.2308/iace.2005.20.4.311
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